{"1": {"fulltext": "LE\\nbJ3", "height": "3444", "width": "2127", "jp2-path": "descriptionofrat00warded_0001.jp2"}, "2": {"fulltext": "J^^", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0002.jp2"}, "3": {"fulltext": "A DESCRIPTION OF\\nTHE RATIONAL METHOD IN READING\\nBY\\nEDWARD G. WARD\\nSuperintendent of Schools, Brooklyn, New York\\n4. /v;/^;\\nSILVER, BURDETT COMPANY\\nNEW YORK BOSTON CHICAGO\\n1900", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0003.jp2"}, "4": {"fulltext": "64484\\nIMPORTANT NOTICE.\\nThe Normal Music Course First Reader\\nStandard Edition.\\nT N presenting this new and enlarged edition of the First Reader,\\nthe publishers desire to make their sincere acknowledgments\\nto the great body of distinguished musicians and educators whose\\nappreciative support and generous encouragement have been in-\\ndispensable factors in the remarkable success of the Normal\\nMusic Course during the past fifteen years. In no other way\\nhas it seemed possible more signally to express this gratitude than\\nby thus increasing its volume and enriching its contents.\\nThe Standard Edition of the First Reader contains twenty-\\nfour pages of added matter, comprising valuable exercises for\\ndrill and beautiful, attracdve songs. These furnish such valuable\\nmaterial for additional study and recreation as the extension of\\nmusic work renders important. Appropriate songs are also pro-\\nvided for school anniversaries and festivals and songs that\\ncorrelate readily with nature work and with other branches of\\nschool study. Thus increased in size and in value, the First\\nReader will hereafter, even more richly than heretofore, deserve\\nthe constant and remarkable favor which it has increasingly\\nenjoyed from the day of its publication.\\nThe Normal Music Course still remains without a peer in\\nthe soundness and consistency of the system of instruction which\\nit embodies, and in the surpassing excellence of its musical\\ncreations.\\nIt can be stated, without fear of successful contradiction,\\nthat no other series of books ever published in America, if indeed\\nin the whole world, has so profoundly influenced the methods\\nand modified the materials employed in the teaching of vocal\\nmusic in the schools and it is gratifying to its publishers to be\\nable to say that the circle of this influence is still widening, and\\nbids fair to be even more conspicuous and more potent in the\\nfuture than in the past.\\nOur Illustrated Catalogue suggests all needed helps in Vocal Music, both\\nfor teacher and pupil. Mailed free. Correspondence cordially invited.\\nSILVER, BURDETT COMPANY,\\nUBLISHSRS OF SCHOOL AND CoLLEGB TkXT-BoOKS, MuSICAL InSTRUCTXOK BOCX\\nStandard Literature.\\nBoston. New York. Chicago.\\nCopyright, igoo, by Silver, Bl Rdett Company.", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0004.jp2"}, "5": {"fulltext": "Office oVthf\\nJUN 1 6 !\u00c2\u00bbUU DESCRIPTION OF\\nRegitttr of Copyrlgiitti\\nTHE RATIONA L METHOD IN READING\\nBy EDWARD G. WARD\\nSupei hitendent of Schools, Brooklyn, Xeio Yo7 k\\nTo make apparent the conditions that gave rise to the\\nRational Method in Reading, as well as to provide a proper\\nbasis for the discussion of that method, it will be necessary\\nfirst, to consider what reading is and second, to exam-\\nine briefly the several methods that have been employed in\\nteaching it.\\nReading is tliovght-getting through ivord-getting thought-\\ngetting being the purpose or fulfillment, word-getting the\\nmeans. The process then is a double one, mechanical and\\nintellectual, and both mechanical and intellectual skill are\\nnecessary to its accomplishment.\\nIn the teaching of reading, no method can be called good un-\\nless it leads to independence and rajndity in word-getting, and\\nprevents word-getting from interfering with thought-getting.\\nThe power of getting words quickly is the first essential\\nto thought-getting from the written or printed text; and\\nonly when the word-getting has become so rapid as to be\\nalmost automatic, or the mind has become trained to attend-\\ning to the mechanical part of the work without neglecting\\nthe intellectual, can it be said that word-getting does not\\ninterfere with thought-getting.\\nPrimary schools, nearly everywhere, are to-day sending\\nout children who have labored four years to learn to read,\\nand yet are not ready or intelligent readers, because slow-\\nness and uncertainty in word-getting remain as obstacles to\\nthought-getting.\\nDuring my day no less than three methods of teaching\\n1", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0005.jp2"}, "6": {"fulltext": "THE RATIONAL METHOD IN READING\\nreading have been in vogue, each possessing a certain\\nstrength, and each a certain weakness.\\nThe first of these, the method by which I myself learned\\nto read, was the a, b, c, or spelling method. Under this\\nmethod, the first step was to teach the letters of the alpha-\\nbet from a to z, inclusive. Next followed simple exercises\\nin spelling, such as b-a, ba b-e, be etc. When the little\\nones had acquired a certain proficiency in the recognition\\nof these meaningless combinations, they were introduced tO\\nthe book, where they stumbled along, spelling out the words\\none at a time, and rarely, in the earlier stages of the work,\\ngetting the slightest glimpse of a thought. The mechanical\\neffort required for the mastery through spelling of each\\nsuccessive word, completely obliterated the idea conveyed\\nby the preceding one, and the child reached the end of the\\nsentence with nothing in mind but the last word. It was\\nnot until they had read in this way many hundred times^\\nand, by dint of going over the commoner words again and\\nagain, had come to know them as wholes, that the children\\nreally began to read in the sense of getting thought from\\nthe printed page. And even then they read slowly and\\nimperfectly, for before reaching that point they had formed\\na habit of reading mechanically, a habit that clung to many\\nof them for years, to many, in greater or less degree, for life.\\nThe strength of the method lay in the fact that through\\nspelling it provided a key, albeit an extremely clumsy one,\\nthe mastery of which made the pupil, so far as mere word-\\ngetting was concerned, an independent reader. Its weak-\\nness I have already described.\\nThe next method tried was the pure phonetic method.\\nIt was employed here and there for a while, but never came\\ninto general use, and never lasted long anywhere. Both its\\nstrength and its weakness were largely identical with the\\nstrength and the weakness respectively of the a-b-c method.\\nLike that method it provided a key, and this key was better\\n2\\nmi", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0006.jp2"}, "7": {"fulltext": "THE RATIONAL METHOD IN READING\\nthan the other, inasmuch as the sounds of the letters were\\ntaught instead of their names so that, theoretically, at least,\\nall the child had to do to determine a word, was to call off\\nits successive sounds and notice what their combination\\nproduced. The weakness bf the method lay, first, in the\\ndifficulty the children experienced in perceiving the blend, a.\\ndifficulty greatly enhanced by the fact that the letters (as\\nsigns of sounds) were taught too rapidly and in a wrong\\norder and second, in the fact that, even when the blend was.\\nquite readily perceived, there was, as in the a-b-c method,\\nso much mechanical effort required, as to render intellectual\\neffort almost impossible.\\nRather more than a quarter of a century ago, some gen-\\nius, perceiving that the greatest stumbling block in acquir-\\ning the art of reading lay in the separation of ideas by the\\nintervention of mechanical work, conceived the plan of\\nteaching words as loholes, so that in reading sentences com-\\nposed of words previously taught, the mind of the child,\\nmeeting with no intervening obstacles, might pass smoothly\\nfrom idea to idea, and readily grasp the thought.\\nThus was invented the famous word method, a method\\nwhich, in its legitimate application to the first work in read-\\ning, has done wonders for the little ones but which, unhap-\\npily, not having been confined to such application, has, in\\nthe later stages of the work, largely, if not wholly, undone\\nthe benefits it conferred in the earlier with the net result\\nthat to-day, where this method is exclusively employed, the\\nreading is little if any better at the end of the third year of\\nschool life than it was twenty-five or thirty years ago.\\nThe old a-b-c method, if it was clumsy and mechanical,\\nat all events, provided the child with a key by which,\\nunassisted, he could get at new words himself. In requir-\\ning him to use this key, it called upon him to work out to\\na large extent his own salvation, and so practiced him in\\nconquering difficulties and made him independent.\\n3", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0007.jp2"}, "8": {"fulltext": "THE RATIONAL METHOD IN READING\\nThe word method, or its later development the sentence\\nmethod, does nothing of the kind. It keeps the child in\\nabsolute dependence upon some one else to tell him the\\nnew words, his own effort being confined to memorizing\\nthem, and the reading exercises in no way tending to\\ndevelop within him a spirit of self-reliance. When, after\\nthe first term or two, new words come along, as they must,\\nat the rate of fifteen or twenty to the lesson, his memory\\nfails to keep pace with the demands made upon it, and his\\nreading lessons are filled with obstacles to thought-getting, in\\nthe shape of unlearned or half-learned words, quite as formi-\\ndable as those that existed when the old method was used.\\nThe legitimate function of the word or sentence method as\\nthe sole means of teaching reading ceases at the end of the\\nsecond or third month. After the child has acquired a\\nhabit of looking for the thought in what he reads, it is\\nillogical, absurd, and impracticable to insist upon his learn-\\ning a complete reading or speaking vocabulary, one word at\\na time. One of our oldest and wisest Brooklyn principals\\nfitly stigmatizes the word method thus overdone, as the\\nChinese Method. If I were compelled to choose between\\nthe word method and the a-b-c method to do the whole\\nwork, I should select the latter without a moment of\\nhesitation.\\nNo one will dispute, I think, that the acquirement of the\\nart of reading constitutes at least half of any education;\\nfor, after all that may be done for him by others, the main\\nwork of educating any human being must be performed by\\nhimself; and reading so multiplies one s powers for the\\nacquisition of both knowledge and culture, that to overrate\\nits value would be impossible. No one, either, will deny\\nthe great desirability of such a method of teaching this art\\nas will make an intelligent reader of the child within two\\nyears of his first admission to school. Nothing else so\\nmatures a child s mind as reading. Universal experience, I\\n4", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0008.jp2"}, "9": {"fulltext": "THE RATIONAL METHOD IN READING\\nthink, will bear me out in the assertion that a child of eight\\nthat reads well is, for all school work, more than the equal\\nof a child of ten that does not. If, then, we would shorten\\nby a year or two the time that children are obliged to spend\\nin the elementary schools, we must, above all, secure early\\nproficiency in reading; and since it is evident that this\\ncannot be obtained through the use of either the alphabetic\\nor the word method, something better must be employed.\\nIt was these considerations that led me some years ago\\ninto a course of study and experiment that resulted in the\\ndevelopment of what has since been called the Rational\\nMethod in Heading.\\nThis method is now in use in nearly all the schools of\\nBrooklyn; in many of which, marvelous results have been\\nobtained. In those schools in wdiich it has been mastered,\\nthe time formerly devoted to the acquirement of a reading\\nvocabulary of two hundred words, now gives the children\\none of more than a thousand, while their enunciation is\\nclearer, and their reading is more spirited and in every\\nother respect better than formerly. Nor does the improve-\\nment end here; for it is a matter of general observation\\nwhere this method is employed, that in all their studies the\\npupils do far more to help themselves, than they did before\\nits introduction.\\nThe rational method is a peculiar combination of the sen-\\ntence and the phonetic method. It utilizes each for that part\\nof the work to which it is more particularly adapted. The\\nsentence method is used, first as principal, because of its\\nvalue in developing a habit of reading thoughtfully, and\\nafterward as auxiliary, to remedy the shortcomings of the\\nphonetic method, and increase the stock of word phonograms.\\nThe phonetic method, which is introduced by easy stages\\nduring the ascendency of the sentence method, finally\\nbecomes itself the principal means of growth and progress.\\n5", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0009.jp2"}, "10": {"fulltext": "THE RATIONAL METHOD IN READING\\nIts proper use develops great power, while it supplies the\\nkey which the other method is inadequate to give.\\nThe presentation of the phonetic part of the work is in\\nmany important respects unlike any presentation of phonics\\nformerly made, the differences being based upon principles\\nnot hitherto clearly understood, or, at any rate, not properly\\nrecognized.\\nI claim for the rational method when intelligently fol-\\nlowed\\n1. That it makes the child a thoughtful reader.\\n2. That it not only makes him independent in his read-\\ning, but that it also assists greatly in making him generally\\nself-7 eUant.\\n3. That it enables him to read a vastly greater amount\\nthan heretofore in a given time, and thus to acquire both a\\nfuller vocabulary, and greater maturity of mind.\\n4. That it puts him into possession, during the first year\\nand a half of school life, of a complete key to the language,\\nso that, no matter how soon thereafter his schooling may\\ncease, his ability to read is assured.\\nBefore going further, it will be necessary for me to ex-\\nplain a few technical terms that belong to the method, as I\\nshall have to use several of them in what follows. These\\nterms are\\n.1. Sight word. A word that has been taught as a whole,\\nand is therefore recognized by sight alone.\\n2. Sight reading. The reading of sight words either\\nsingly or in sentences.\\n3. Phonogram. A written or printed representation of\\na sound, either simple or compound.\\nExamples f S, 1, illg, igllt.\\n4. Simple x honogram. A phonogram containing but\\none letter. _\\nExamples: S, 1, 0.", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0010.jp2"}, "11": {"fulltext": "THE RATIONAL METHOD IN READING\\n(Excei^ting i, which represents a union of the sounds\\nof a and e, the simple phonograms stand for one sound\\neach.)\\n5. Compound phonogram. A phonogram containing\\nmore than one letter.\\nExamples: illg, igllt, ip, 1111, IIGSS.\\n(Every compound phonogram represents a compound\\nsound, which, however, is taught as a unit.)\\n6. Phonetic word. A word to be read by means of its\\nphonograms.\\n7. Phonetic reading. The reading of phonetic words\\n\u00e2\u0080\u00a2either singly or in sentences.\\n8. Word p)honogram. A sight word used as a phono-\\ngram in the representation of a longer word.\\nExamples: olcl 111 fold, ail ill scdl, ail ill 7nan.\\nThe following are the leading features of the phonetic\\npart of the work\\n1. The presentation of the sounds and their symbols\\n(phonograms) m a rational order that is, an order in which\\nthe easier precede the harder. The easiest sounds to use in\\nphonetic reading are those that may be indefinitely pro-\\nlonged, and the blending of which in words may therefore\\nbe most readily shown as well as perceived. With these\\nsounds (1, m, s, etc.) the rational method deals first.\\n2. The teaching of an initial stock of i^honograms before\\nany phonetic reading is done. This makes provision\\nwhereby, when such reading has once been commenced, it\\nmay be carried on continuously, and with sufficient wealth\\nand variety of material.\\n3. The training of the ear in the perception of phonetic blends\\n\u00e2\u0080\u00a2before phonetic reading is begun. This is accomplished by\\nthe teacher pronouncing words, sound by sound, and the\\n7", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0011.jp2"}, "12": {"fulltext": "THE RATIONAL METHOD IN READING\\nchildren trying to determine in each case the word thus\\npronounced.\\n4. An extensive and systematic use of word 2Jlionograms and\\nother compound 2^honograms. The difficulty the child expe-\\nriences in determining a new word is, in general, directly\\njn-oportional to the number of parts he has to recognize in\\nit. By the use, then, of compound phonograms, which,\\nbeing taught as wholes, are no harder to recognize than\\nsimple ones, hundreds of long and hard words are practically\\ntransformed into short and easy ones. Thus the word\\nliyhtning, which the child learning by this method reads,\\nl-ight-n-ing, he finds no more difficult than the short word\\nleft, in which, also, he has to recognize and put together\\nfour separate sounds.^\\n5. A careful grading of the j^honetic ivords introduced.\\nThe first phonetic words presented contain but two phono-\\ngrams each, the next but three, and so on.\\n6. A gradual introduction of phonetic words into the sen-\\ntence reading. At first, not more than one such word is\\nused to a sentence. This prevents the phonetic work from\\noffering any serious impediment to the thought-getting. As\\nthe child s perception of the blend becomes quicker and\\nclearer, the proportion of phonetic words is constantly in-\\ncreased. Finally, when this perception has become auto-\\n1 Other good examples are\\nm-other-less recognized in three parts former\\nphonetic teachers making eight of it.\\nf-r-ight-ful, four parts, formerly seven,\\nf-old-ed, three parts, formerly six.\\ns-corn-ful-ly, four parts, formerly nine,\\nboy-ish, two parts, formerly four,\\ncr-eat^ure, three parts, formerly six.\\nr-est-less-ness, four parts, formerly ten.\\nf-ish-er-man, four parts, formerly eight,\\nr-e-p-eat-ed-ly, six parts, formerly nine.\\nI", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0012.jp2"}, "13": {"fulltext": "THE RATIONAL METHOD IN READING\\nmatic, or nearly so, the reading is made almost wholly\\nphonetic.\\n7. Separate daily drills in the recog^iition of the individual\\npJionograms, and the reading of single phonetic words.\\nThese serve two purposes; they lead to expertness, and\\nthey generate power. Without them, the average child\\nwould never acquire sufficient facility in sound or word\\nrecognition to make successful phonetic reading a possibil-\\nity while the drill on the phonograms, properly conducted,\\ndevelops great ability in quick conceyitration, and that on the\\nphonetic words creates a habit of self help.\\nI will now state as well as I can, in a brief way, just how\\nthe work of teaching children to read by this method is done.\\nFIRST HALF-YEAE\\nThe work of the first half-year is divided into three dis-\\ntinct stages, the first of which, under ordinary circumstances,\\nrequires for its accomplishment, from eight to ten weeks\\nthe second, from three to five weeks and the third, what-\\never remains of the twenty weeks included in the half-year.\\nDuring each of these stages, there are three separate lines\\nof work to be done every day. Of these three lines of work,\\none is always principal and two auxiliary. The principal\\nline of work is the reading lesson proper (the thought work),\\nand the other, or auxiliary lines, are mechanical drills to\\ndevelop expertness in sound and word recognition, and to\\ncultivate concentration and self-reliance.\\nFIRST STAGE OF THE WORK\\nThe three daily lines of work carried on during the first\\nstage, are\\n1. SIGHT-READING FROM THE BLACKBOARD.\\n2. Eye Training. Drill on the initial stock of phonograms.\\n3. Ear Training. Words sounded by teacher, named by\\nscholars.\\n9", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0013.jp2"}, "14": {"fulltext": "THE RATIONAL METHOD IN READING-\\nOf these three, the principal is the sight-reading. The\\nother two are auxiliary, or rather, during this stage of the\\nwork, preparatory as they are designed to lay a foundation\\nfor the first simple phonetic reading, which begins during\\nthe next stage of the work.\\nThe sight-reading, as the name indicates, is reading by\\nthe sentence method. The material used is an initial stock\\nof simple words numbering in all about eighty, and includ-\\ning twenty or thirty which later may be used as phono-\\ngrams. These are taught in script only, on the blackboard.\\nSentences are used from the beginning. As far as possible\\nthese are worked up in conversation or story style, several\\nin succession relating to one topic. The sentences are con-\\nstructed by the teacher herself. They are very short and\\nsimple, and as interesting as she can make them.\\nNo scholar is ever permitted to utter a sentence until he\\ncan do it ivithout looking at the blackboard and without a\\nbreak. At the very first symptom of hesitation, he is\\nstopped and told that he must not read until he has his\\nsentence all ready. He is not required to hurry he is\\nrequired simply to read in a natural manner without\\nbreaks. This simple expedient is more valuable as an aid\\nto thought-getting than any other with which I am ac-\\nquainted. Let me demonstrate. Suppose I should call off\\nbefore an audience of a hundred intelligent adults, eight or\\nten unrelated words; say, for example, reason, connection,\\nprovide, delivery, Scope, perusal, benefited, either. How\\nmany do you think could repeat the list in the order\\ngiven I should be very much surprised to find three who\\ncould do so. But let me read before them an intelligible\\nsentence containing twice or thrice as many words, and I\\nshould be as greatly surprised to find three who could not\\nrepeat it. Now the mind of the little child works in this\\nrespect exactly as our minds do. He is called upon to give\\nhis sentence as a whole, and, in order to do so, he instinc-\\n10", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0014.jp2"}, "15": {"fulltext": "THE RATIONAL METHOD IN READING\\ntively seeks the associations that bind the words together\\nthat is, he seeks and finds the thought. If, on the contrary,\\nhe is allowed to call off the words one or two at a time, he\\nis more than likely, by whatever method he is taught, to\\nread mechanically, either missing the thought altogether or\\ngetting it very imperfectly.\\nDo not infer, however, that this expedient, valuable and,\\nindeed, indispensable as it is, is the sole means employed\\nto produce thoughtful reading. All the expedients recom-\\nmended by the advocates of the sentence method discus-\\nsion of and questioning on the subject-matter, manifestation\\nof interest by the teacher to catch by sympathy the interest\\nof the child, etc., are recommended and practiced.\\nThe drill on the phonograms (Eye Training) and the word\\nnaming (Ear Training) constitute, as I have already stated,\\na preparation for the phonetic reading to come later.\\nThe material for the former is the Initial Stock of\\nphonograms, which comprises six consonants, f, 1, m, n, r\\nand s three long vowels a, e and o, and four compounds,\\ning, ings, ight and ights. These, in correspondence with\\nthe blackboard reading, are taught only in script, and the\\nscholars are drilled upon them until they can name them\\nas rapidly as the teacher can present them. Blackboard\\npresentation having proved too slow to produce the best\\nresults, large cards have been prepared to hold up before\\nthe class, each bearing one of the phonograms in script on\\none side and in print on the other.\\nThe reason for the selection of these phonograms as the\\nInitial Stock, is, briefly stated, that they are at once the\\neasiest to use and the most prolific as word builders.\\nThe word naming (Ear Training), like the drill on phono-\\ngrams (Eye Training), begins at the very commencement of\\nthe term, and is practiced daily.\\nThe teacher at first conducts this exercise by telling little\\nstories, giving every here and there some very short and\\n11", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0015.jp2"}, "16": {"fulltext": "THE RATIONAL METHOD IN READING\\nsimple word by its sounds instead of as a whole. The\\nsounds she utters rapidly, but sejKtrately, thus: f-old,\\ns-t-e-p, sh-ip, sh-oe, s-k-ip, s-pr-ing. The children name\\nthe word in each case as soon as she has thus pronounced\\nit. After a few days of this work, most teachers find that\\nsuch a liking for the exercise has developed among their\\npupils, that they dispense with the story-telling and give\\nonly the words to be determined, thereby being enabled to\\ndo considerably more drilling in the same time.\\nThis exercise briskly conducted should never consume\\nmore than five or ten minutes a day.\\nSECOND STAGE OF THE WORK\\nIn describing the Second Stage of the work, I must\\nremind my readers of a statement I made at the outset,\\nthat in every stage there are three separate lines of work to\\nbe practiced every day.\\nIn this stage, as in the First, the principal work of the\\nday is the Sight Reading or thought work but this, instead\\nof being done from the blackboard, with lessons in script,\\nis now done from Part I. of the Primer. The material con-\\nsists of the same eighty words that were learned during the\\nPirst Stage, not a single new word being added. The sen-\\ntences, however, and the little conversations or stories that\\ncontain them are new.\\nThe object of this work is twofold. In the first place, it\\naccomplishes the transition from script reading to print\\nreading; and in the second, it presents the words already\\nlearned, so often, that before the stage is completed the\\nchildren have become wonderfully ready in recognizing\\nthem.\\nIn my Manual of Instruction for Teachers, I have\\ndescribed special expedients which may be employed in\\nmaking the change from blackboard to book but in\\nBrooklyn the best teachers regard all special expedients as\\n12", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0016.jp2"}, "17": {"fulltext": "THE RATIONAL METHOD IN READING\\nsuperfluous. They put their pupils into the book without\\nany particular preparation, and within a week at most, the\\nprint is read as easily as the script.\\nThe first auxiliary line of work, the drill on the phono-\\ngrams, proceeds as in the First Stage, and with the same\\nmaterial, but now the print phonograms are used as well as\\nthose in script. The reason for this is obvious.\\nFor the second auxiliary \u00e2\u0080\u00a2line of work followed in the\\nFirst Stage, is now substituted what is called the Drill on\\nthe Blend, a combined eye and ear drill, which is, in reality,\\nthe first plwnetic reading. The material used is a stock of\\nabout 225 phonetic words containing only such phonograms\\nas are included in the initial stock already mentioned, and\\nsuch word phonograms as are found in the initial stock of\\nsight words.\\nI^one of these 225 phonetic words contains more than\\nthree phonograms and those first presented contain but\\ntwo each.\\nThe teacher at the beginning writes upon the blackboard\\nsome simple phonetic word like fan. Covering the an she\\nasks what the is. The scholars answer by giving the\\nsound. She then covers the and asks what the an is.\\nFinally she uncovers the whole word and asks the schol-\\nars to tell what vjord the two sounds together make. If\\nthey cannot do this, she herself tells, making the when\\nshe pronounces the word, long and prominent. She then\\nuses in the same way the other an words, man, ran, etc.,\\nand then words of other series.\\nAs soon as the pupils have acquired ability to read words\\nin this way, the teacher ceases to present them in series,\\nand henceforth selects them irregularly. She ceases also to\\nassist the pupils by the alternate covering and uncovering\\nof the two phonograms in the word.\\nThere are three great essentials to the successful accom-\\nplishment of this stage of the work\\n13", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0017.jp2"}, "18": {"fulltext": "THE RATIONAL METHOD IN READING\\nFirst, after the first few days of blend work, large num-\\nbers of words should be determined daily by the scholars\\nfor perception of the blend comes slowly to many, and prac-\\ntice only will make them perfect.\\nSecond, easier words than those provided for the majority\\nof the class should be given in abundance for the weaker\\nscholars, and these scholars should be constantly exercised.\\nThe stronger scholars will le^rn whether they are called\\nupon to recite or not. They are interested in whatever is\\ngoing on, and will practically take care of themselves; but\\nthe weaker ones, unless something is constantly demanded\\nof them, will make little or no progress.\\nThird, the teacher should say something interesting, if pos-\\nsible, about every word given to the scholars to determine.\\nA drill on twenty words concerning which their curiosity\\nis thus excited, will prove far more effective than a drill on\\nfifty conducted mechanically and without special interest\\nTHIRD STAGE OF THE WORK\\nThe book-reading, or thought work, which constitutes the\\nmain daily line of work during the Third Stage, is done\\nfrom Part II. of the Primer. It differs from that in Part I.\\nin this That nearly every sentence contains some phonetic\\nreading. At first the quantity is small, but one or two pho-\\nnetic words being used in a sentence, for the reason that\\nthe children being yet somewhat slow in perception of the\\nblend, too many phonetic words would prove an obstruction\\nto thought-getting. New sight-words are added from time\\nto time, and new phonograms are taught, but in no case are\\nboth presented in the same lesson.\\nIn this mixed sight and phonetic reading, as in the first\\nsight reading, no pupil is ever allowed to read a sentence\\nuntil he is ready to do so without a halt or break. The\\nscholars are now being trained to attend to the mechanical\\nwithout neglecting the intellectual, and more than ever\\n14", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0018.jp2"}, "19": {"fulltext": "THE RATIONAL METHOD IN READING\\nthey require to be kept looking for the thought. You are\\nnot, however, to infer from this statement, that there is any\\nmarked tendency toward the mechanical. On the contrary,,\\npupils generally, that have reached this point under good\\nteaching, manifest an interest in their work that I have\\nnever seen equaled at the same point among children that\\nhave been taught by other methods.\\nThe daily drill on the old phonograms is continued, and\\nnew phonograms are taught, but these are introduced only\\nas they are needed, none preceding by more than a day or\\ntwo the lesson in which it is first required.\\nThe drill on the blend is also continued, a large number\\nof single phonetic words being determined by the pupils\\nevery day. The reason for this is that the practice in\\nphonetic reading afforded by lessons in which there are but\\none or two phonetic words to the sentence, falls far below\\nthe amount required to insure reasonable proficiency.\\nIn the Manual which accompanies the readers are lists of\\nwords from which to make selections for this drill.\\nLATER WOEK\\nSECOXD HALF-YEAR\\nThe work of the second half-year does not differ essen-\\ntially from that of the Third Stage in the first half-year.\\nNew phonograms are, of course, introduced from time to\\ntime, as well as new sight words while the subject-matter\\nbecomes less simple, and the sentences grow longer.\\nDuring the first and second half-years, the use of sup-\\nplementary readers is not recommended though many\\nBrooklyn teachers employ them after the first half-year\\nvery successfully. I believe that the best possible pro-\\nvision of additional matter, throughout the first year, is that\\nwhich every thoughtful teacher will make for herself, in\\nthe shape of blackboard lessons in script, which will afford\\n15", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0019.jp2"}, "20": {"fulltext": "THE RATIONAL METHOD IN READING\\nextra drill upon words and phonograms already learned.\\nThrough these blackboard lessons, by teaching in each\\ncase such additional sight words as the subject may require,\\nthe teacher may bring the reading into close correlation\\nwith animal and plant study, etc.\\nTHIRD AND FOURTH HALF-YEARS\\nThe last of the phonograms is taught about the middle\\nof the third half-year, and the time has then arrived for\\nthe free use of supplementary readers. Otherwise, the\\nwork of this half-year differs from that of the preceding\\none, only in grade.\\nIn the fourth half-year, the only important change made\\nbeside the provision of subject-matter of a higher grade, is\\nthe introduction of many phonetic words without the dia-\\ncritical marks to Avhich the scholars have been accustomed.\\nDuring the third and fourth half-years, i.e. during the\\nsecond year, scholars that have been well taught, will,\\nwithout difficulty, complete from ten to fourteen supple-\\nmentary readers, and their mental horizon, if the books\\nhave been well chosen, will be correspondingly extended.\\nFIFTH AND SIXTH HALF-YEARS\\nIn the fifth and sixth half-years, the latter of which com-\\npletes the course, still more advanced subject-matter is pro-\\nvided, and the diacritical marks are entirely omitted from the\\ntext, though they are still used in blend drills, one of which\\nis given at the head of each lesson as a preparation therefor.\\nBoth of the mechanical drills are practiced daily through-\\nout the course of three years to secure full development of\\npower as well as to bring together those scholars that have\\npursued the course from the outset and those that have\\nentered upon it at various times thereafter.\\n16", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0020.jp2"}, "21": {"fulltext": "The Cecilian Series op Study and Sonq.\\nBY JOHN W. TUFTS.\\nBOOK L FOR One VOICE. In cloth. Introductory pries, A8 cents,\\nBOOK II. For Soprano and Alto Voices. In cloth. Introductory\\nprice, 60 cents.\\nBOOK III, For Unchanged Voices, with Added Notes for Basses and\\nTenors. In cloth. Introductory price, 84 cents.\\nBOOK IV. For Mixed Voices. In cloth. Introductory price, S4 cents.\\nTHE COMMON SCHOOL COURSE. (Abridged.) Introductory price,\\n48 cents.\\nTHE COMMON SCHOOL COURSE. (Complete Course.) Introductory\\nprice, 60 cents.\\nBooks I., II., III., and IV., are furnished in hoard covert.\\nPrice-list on application.\\nTHE NORMAL MUSIC COURSE.\\nFIRST READER. Introductory price, yi cents.\\nSECOND READER. Part I. Introductory price, 36 cents.\\nSECOND READER. Part II. Introductory price, 36 cents.\\nSECOND READER. Complete. Introductory price, 60 cents.\\nINTRODUCTORY THIRD READER. Introductory price, 40 cents.\\nTHIRD READER FOR MIXED VOICES. Introductory price, 60 cents.\\nTHIRD READER FOR FEMALE OR UNCHANGED VOICES. Intro-\\nductory price, 60 cents.\\nHIGH SCHOOL COLLECTION. Introductory price, 90 cents.\\nAQEDEAN COLLECTION. Introductoiy price,$i.oo,\\nTHE EUTERPE AN. Introductory price, $1.2$.\\nNORMAL MUSIC CHARTS. First Series. Introductory price, $10.00,\\nNORMAL MUSIC CHARTS. Second Series. Introductory price, $10.00.\\nA HANDBOOK OF VOCAL MUSIC.\\nBy John W Tufts. In cloth. Introductory price, ^1.50.\\nPOLYHYMNIA.\\nA COLLECTION OF QUARTETS AND CHORUSES FOR MALE\\nVOICES. Compiled and arranged by John W. Tufts.\\nEvery needed help in vocal music, for pupil and teacher, supplied in the best\\nand most available form. Correspondence invited.\\nSILVER, BURDETT COMPANY,\\n2 J 9-223 Columbus Avenue, Boston^\\n29-3J B 19th St. 378-388 Waba\u00c2\u00abh Ave. 1328 Arch St.\\nNEW YORK. CHICAGO. PHILADELPHIA.", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0021.jp2"}, "22": {"fulltext": "t!!N IP\\nLIBRARY OF CONGRESS\\nSfSIsE\\nTHE RATIONAL METHOD\\nFirst\\nYear\\nSecond\\nYear\\n019 843 698 7\\nPRIMER\\nMaterial Conversations\\nComplete Book. Introductory price, 36 cents.\\nPart I. Reading by the Word Method. Introductory price,\\n22 cents.\\nPart II. Sight and Phonetic Reading Combined. Introduc-\\ntory price, 24 cents.\\nFIRST READER\\nMaterial Conversations and Stories\\nComplete Book, Introductory price, 36 cents.\\nPart I. Sight and Phonetic Reading. Largely Review Ex-\\nercises. Introductory price, 22 cents.\\nPart II. Sight and Phonetic Reading. Advance Work. In-\\ntroductory price, 24 cents.\\nSECOND READER\\nMaterial Stories and Poetry. Literary and Ethical\\nComplete Book. Introductory price, 44 cents.\\nPart I. Sight and Phonetic Reading. Advance Work. In-\\ntroductory price, 24 cents.\\nPart II. Sight and Phonetic Reading. The Remaining\\nPhonograms. Reading with All the Phonograms.\\nIntroductory price, 28 cents.\\nTHIRD READER\\nMaterial Stories, Poetry, etc., from Histoiy, Folk Lore,\\nand Standard Fiction. Literary and Ethical\\nIntroductory price, 48 cents.\\nSight and Phonetic Reading. Diacritical marks omitted from\\nthe easier and more familiar Phonetic Words.\\nMANUAL OF INSTRUCTION FOR TEACHERS\\nIntroductory price, 36 cents\\nPHONETIC CARDS\\nFirst Set. To Accompany the Primer. Introductory price, 36 cents.\\nSecond Set. To Accompany the First Reader. Introductory price, 48\\ncents.\\nThird Set. To Accompany the Second Reader. Introductory price, 36\\ncents.\\nSILVER, BURDETT k COMPANY: New York, Boston, Chicago", "height": "3465", "width": "2201", "jp2-path": "descriptionofrat00warded_0022.jp2"}, "23": {"fulltext": "LIBI", "height": "3434", "width": "2180", "jp2-path": "descriptionofrat00warded_0023.jp2"}, "24": {"fulltext": "LIBRARY OF CONGRESS\\n9 843 698 7", "height": "3449", "width": "2227", "jp2-path": "descriptionofrat00warded_0024.jp2"}}